大学创新型学习空间的要素及评价——基于学生视角的探索性研究  

Elements and Evaluation of Innovative Learning Spaces in Higher Education——An Exploration from the Perspective of Students

作　　者：余继 YU Ji(Graduate School of Education,Peking University,Beijing 100871,China)

机构地区：[1]北京大学教育学院

出　　处：《复旦教育论坛》2019年第6期48-54,共7页Fudan Education Forum

基　　金：教育部人文社会科学研究青年基金项目（19YJC880119）;中国博士后科学基金课题（2018M631226）

摘　　要：近年来,大学学习空间的概念和形态日益创新。强调学生参与、重视学生体验、鼓励主动学习是大学创新型学习空间的变化趋势,开放和弹性化是其主要的形态特征。基于案例比较,通过在传统讲授型学习空间和创新型学习空间中对大学生开展焦点小组访谈,从学生视角明晰大学学习空间这一概念的要素构成,探究创新型学习空间与讲授型学习空间相比的优势和不足。研究发现:第一,学习空间的组成不仅包括众多物理要素,更蕴含管理要素和文化要素;第二,与传统的讲授型学习空间相比,大学创新型学习空间的优势体现在对互动和实践型教学活动的支持、良好的视觉激励效果和学习者的情感归属上;第三,当前大学创新型学习空间的不足主要表现为对学习者而言可获得性较低、私密性和噪音控制不理想,且与部分中国学生的课堂学习惯性存在一定的不匹配现象,从而影响学习者的学习情绪,乃至空间的使用效率和效果。基于此对优化大学学习空间的设计和管理提出了建议。Learning spaces in higher education are undergoing a transformation. Student engagement and experiences, as well as their active learning have been paid much attention in the establishment of innovative learning spaces. Based on a comparative case study, this study uses focus group interviews to investigate the elements, advantages and shortcomings of innovative learning spaces. The results are summarized as follows:(1)The composition of a learning space includes not only a number of physical, but also a couple of management and cultural elements;(2)Compared to traditional didactic classrooms, innovative learning spaces have the advantage of supporting collaborative and practical teaching activities, providing greater visual stimulation effect and promoting students’ sense of belonging;(3)The deficiency of innovative learning spaces is manifested as low accessibility,unsatisfactory privacy and noise control, and a dissonance with some Chinese students’ habitual learning approaches. This paper then puts forward suggestions for optimizing the design and management of learning spaces in higher education.

关 键 词：创新型学习空间 讲授型学习空间 要素构成 评价 大学 

分 类 号：G647[文化科学—高等教育学]